Inclusive in Principle, Exclusive in Practice: Challenges Faced by Students with Learning Disabilities in Indian Higher Education Institutes

India’s educational policies—including the Rights of Persons with Disabilities Act (RPWD), 2016, and the National Education Policy (NEP), 2020—promise inclusive education for students with learning disabilities (LDs), including dyslexia, ADHD, dyscalculia, dysgraphia, and processing disorders. Yet, ground realities are far removed from policy goals. According to UNICEF, while 7.86 million children live with disabilities, only 61% are enrolled in schools, and even fewer—just 0.56%—enter higher education. This review investigates the systemic, structural, and social barriers that hinder inclusion in Indian higher education. It evaluates India’s legal frameworks, school- and university-level accommodations, diagnostic inconsistencies, and the contrasting realities between public and private institutions. Finally, the paper offers recommendations including uniform implementation standards, sensitization workshops, and stronger institutional accountability to transform inclusive education from a promise to a practice. A unified national vision, as envisioned in NEP 2020, must prioritize accessible, flexible, and empathetic education for learners with LDs.